Presenting Our Findings

Unit: Understanding the Stolen Generations

Lesson 9 of 10
Year Level: Year 8
Duration: 45 minutes
Class Size: 30 students

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Learning Area

Humanities and Social Sciences – History (Australian Curriculum v9)

Lesson Title

Presenting Our Findings

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Curriculum Links

Content Descriptions:

• ACDSEH064: Identify causes, effects and responses to significant events and developments in the Australian colonies such as the impact of policies on Aboriginal and Torres Strait Islander peoples (such as the Stolen Generations).
• ACHHS175: Present ideas, findings and arguments in a range of communication forms selected to suit a particular purpose and audience.

Achievement Standards:
By the end of Year 8 students explain historical events and developments from different perspectives, using relevant historical terms and concepts, and communicate their findings in structured, well-supported arguments or presentations.

General Capabilities:

• Literacy (presentation and multimodal communication)
• Critical and Creative Thinking (synthesising information, evaluating perspectives)
• Personal and Social Capability (respectful discussion, empathy)

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WALT (We Are Learning To)

Synthesize knowledge about the Stolen Generations and present it effectively to an audience.

Success Criteria

• Deliver a clear and engaging spoken presentation on a chosen aspect of the Stolen Generations.
• Use visual presentation tools (posters or digital slides such as PowerPoint) effectively to support the presentation.
• Provide constructive feedback to a peer after their presentation.

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Differentiation

• Support:
  • Provide dyslexia-friendly reading materials for notes (clear fonts, coloured overlays).
  • Template for presentation structure will be available.
  • Allow verbal planning and discussion before writing notes.
• Challenge:
  • Extension activity to peer review and provide constructive suggestions.
  • Encourage students to integrate different media (video clips/images/audio) into their multimodal presentations.

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Resources

• Student notes/materials from previous lessons on the Stolen Generations.
• Access to computers/tablets for PowerPoint or poster creation.
• Printed dyslexia-friendly notes/templates.
• Peer review feedback forms.

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Lesson Breakdown

1. Introduction and Lesson Overview (5 minutes)

• Teacher briefly reviews the WALT and success criteria.
• Recap briefly the key themes studied so far in the unit: causes and impacts of the Stolen Generations, stories and testimonies, government policies.
• Explain today’s focus is on synthesising learning into a presentation.

2. Preparation of Presentations (20 minutes)

• Students select a topic or aspect of the Stolen Generations they wish to present on (if not already pre-assigned).
• Using class notes, previous research and materials, students prepare a 5-minute presentation.
• They can use visual aids: posters, PowerPoint slides or other visual multimodal supports.
• Teacher circulates to provide guidance, help students organise facts clearly and plan their presentation structure: introduction, key points with evidence, conclusion.
• Emphasise using historical terms and perspectives studied including empathy for Indigenous experiences.
• Remind students to use dyslexia-friendly resources if needed.

3. Presentations (15 minutes)

• Students deliver presentations to the class in small groups or pairs to manage time efficiently.
• Encourage clear voice, eye contact, and using visual aids smoothly.
• Other students listen respectfully and complete a simple peer feedback form highlighting one strength and one suggestion for improvement.

4. Peer Review and Reflection (5 minutes)

• Students share feedback verbally or in writing with their presentation partner.
• Teacher facilitates brief discussion on what makes effective presentations and the importance of respectful listening and constructive feedback.
• Students reflect on what they learned and how presenting helped consolidate their understanding.

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Assessment and Feedback

• Informal formative assessment based on clarity and historical understanding in students’ presentations.
• Peer feedback offers a scaffolded way to develop critical listening and communication skills.
• Teacher observation notes on differentiation needs and engagement levels.

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Additional Notes

• This lesson draws on ACELY1747 and ACHHS175 for multimodal presentations aligned with Year 8 History Australian Curriculum (v9).
• The emphasis on peer review and multimodal presentation addresses general capabilities including literacy and personal and social capability.
• Dyslexia-friendly supports align with inclusive practice recommendations.

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This detailed plan balances historical content, curriculum-aligned skills, and student engagement suited to Year 8 Australian students learning about the Stolen Generations, ensuring effective synthesis and presentation of knowledge in accessible ways.

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References

Curriculum content and elaborations adapted from Australian Curriculum v9 documentation:

• ACHHS175 History presentations (ACARA, Humanities and Social Sciences)
• ACELY1747 English: Plan, create and present spoken and multimodal texts (Australian Curriculum English)
• Differentiation and peer review methods based on best practice guidance in inclusive classrooms and curriculum elaborations